小學教師面對角色知覺差距的情緒感受：類型建構與量表編製

The Emotional Reactions of Perceived Role Discrepancy Among Elementary School Teachers: The Typology and Scale Development

本研究旨在探討小學教師面對角色知覺差距時的情緒感受，兼採文獻探討、半結構晤談、及調查等方法，進行資料蒐集。研究者先透過文獻探討提出教師理想角色與實際角色差距情緒感受的理論類型，並透過半結構晤談來蒐集相關資料，據以編製國民小學教師角色知覺差距因應情緒感受之研究工具，再以台灣地區389位小學教師為對象進行預試，編訂完成「小學教師角色知覺差距情緒感受量表」。本量表共24題，包括「傷害／喪失」、「挑戰」、「沒關係」、及「威脅」四因素，四個因素轉軸前之累積解釋量為74.6%，α係數分別為.96、.87、.65、.95，總層面之α係數則為.95；並經專家審查，顯示本量表之效度、信度頗佳。最後根據研究發現，提出繼續以實證研究作為規劃培訓課程及協助教師表達情緒感受之依據、應用本量表於相關領域之實證研究、嘗試應用現代測驗理論於情緒感受量表的編製、以及建立本量表之常模等建議。

This study aimed to explore the emotional reactions of perceived role discrepancy among elementary school teachers. Literature review, semi-structured interviews, and questionnaire survey were used to collect data. Based on the literature review, a theoretical typology of teachers’ emotional reactions resulting from perceived discrepancy between ideal and actual role experiences were proposed. Semi-structured interviews were then used to collect relevant information to develop the 24-item “Inventory of Emotional Reactions of Perceived Role Discrepancy” (IERPRD). This inventory was administered to 389 elementary school teachers. Factor analysis revealed 4 factors, including “harm/loss”, “challenge”, “dismiss” and “threat”, accounting for 74.6% of total variance. The IERPRD had good reliability, with Cronbach’sαcoefficients of .96, .87, .65, .95 for the four subscales and .95 for the entire scale. Expert validity for the IERPRD was also ascertained.